Found: Peck CBE as Chair of the Office for Students HC 731 2nd Scrutiny of the Children’s Wellbeing and Schools Bill

Found: Through the Children’s Wellbeing and Schools Bill, we are introducing new safety measures such as a

Found: exposed to harmful policy outcomes.37 During debate in the Lords on the Children’s Wellbeing and Schools Bill

Found: expansion does not include auto-enrolment, which the Education Committee has strongly recommended ‘Schools Bill

Found: not include auto-enrolment, which the Education Committee recommended in their 2025 report ‘Schools Bill

Found: statutory targets written into the strategy during the passage of the Children’s Wellbeing and Schools Bill

Found: Baroness Barran: We tried in the Children’s Wellbeing and Schools Bill and were batted down very firmly

Found: Homes, Built on Love and feedback shared on the Labour Government’s Children’s Wellbeing and Schools Bill

Found: leaving care offers, and that will be expanded through the upcoming Children’s Wellbeing and Schools Bill

Found: The Children’s Wellbeing and Schools Bill tries to sort out planning issues, and enable localities to

Found: Today we are also tabling an amendment to the Children's Wellbeing and Schools Bill.

Found: We also welcome the proposed duty for data sharing in the Children’s Wellbeing and Schools Bill.25

Found: Families First Partnership Programme and the new measures set out in the Children’s Wellbeing and Schools Bill

Found: development given the changes that are about to come into place through the Children’s Wellbeing and Schools Bill

Found: in response to Operation Lanark, as well as at the Report Stage of the Children’s Wellbeing and Schools Bill

Found: There is already much we are doing in relation to measures in the Children’s Wellbeing and Schools Bill

Found: Peck CBE as Chair of the Office for Students HC 731 2nd Scrutiny of the Children’s Wellbeing and Schools Bill

Found: Education Committee, Second Report of Session 2024–26, Scrutiny of the Children’s Wellbeing and Schools Bill

Found: Non-Domestic Rating (Multiplier and Private Schools) Bill Correspondence from the Minister of State

Question to the Department for Education:

To ask His Majesty's Government, in regard to the Regulatory Policy Committee (RPC) opinion: Children’s Wellbeing and Schools Bill impact assessment, issued on 31 January 2025, when collective agreement for the relevant regulatory provisions was obtained; on what grounds the legislation was judged sufficiently urgent to proceed before the RPC had issued an opinion; and whether ministers were informed prior to Second Reading on 8 January 2025 that the RPC had not yet completed its scrutiny.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

The Children’s Wellbeing and Schools Bill is a key step towards delivering the government’s Opportunity Mission to break the link between young people’s background and their future success.

The Bill’s impact assessments were submitted to the Regulatory Policy Committee (RPC) on 5 November 2024, in accordance with the Better Regulation Framework. Collective agreement was provided for measures in the Bill by the Home and Economic Affairs Committee and Parliamentary Business and Legislation Committee in advance of the Bill’s introduction, as required.

The department published the Bill’s impact assessments on 30 January 2025, ahead of the RPC’s final opinion being published on 31 January 2025. The RPC gave the Bill’s impact assessments a green-rating, finding them fit for purpose. Ministers were kept updated throughout.

Question to the Department for Education:

To ask His Majesty's Government what plans they have, if any, to create a single national mandatory register of all children, including both those in, and not in, the school system.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

The government has no current plans to create a national register of all children.

Using data to improve school attendance is central to the government’s mission to break down barriers to opportunity. Thanks to our world-leading data collection, the department has access to near real-time attendance data for mainstream schools, including academies.

As part of the Children’s Wellbeing and Schools Bill, the department is also introducing a requirement for every local authority in England and Wales to hold compulsory Children Not in School registers, and accompanying duties on parents to provide information for these registers. This will support local authorities to identify all children not in school in their areas.

Question to the Department for Education:

To ask His Majesty's Government how many children are not registered for school in the last year in which statistics are available for.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

Information is collected from local authorities in England on a termly basis on how many children they have recorded as being in elective home education (EHE) or who are children missing education (CME). On the census data for the 2025/26 autumn term, local authorities reported 126,000 children in EHE and 34,700 CME.

As there is currently no legal requirement for parents to inform local authorities that their children are not in school, this information is based only on those parents of which local authorities are aware.

As part of the Children’s Wellbeing and Schools Bill, we are introducing a requirement for every local authority in England and Wales to hold compulsory Children Not in School registers.

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions she has had with the Home Office on the number of children in care going missing due to child exploitation.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The government takes the issue of any child going missing, from home or care, extremely seriously. Local safeguarding partners should work together to reduce the chances of children going missing and respond effectively when they do. The department has provided statutory guidance about responsibilities for children who go missing. Our ‘Working together to safeguard children’ statutory guidance sets out the importance of sharing information and that practitioners should be alert to those who frequently go missing.

The latest relevant publication covers 2021 to 2025 and is available here: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2025 (data for earlier years is in previous releases, changes in the way data is reported means comparisons over time should not be made). In 2025, 86,900 missing incidents were reported for 12,720 looked after children (11%), an average (mean) of 6.8 missing incidents per child who went missing. Most (91%) missing incidents lasted for two days or less.

The department also published ad hoc statistics, which indicated that going or being missing may be a co-occurring factor for some children who have experienced sexual exploitation. Just over a third (34%) of children assessed as having been affected by sexual exploitation were also assessed as at risk of going missing.

The department is working to reduce the number of children who go missing. Measures from the Children’s Wellbeing and Schools Bill and Crime and Policing Bill, reforms being delivered through the Families First Partnership Programme (supported by £2.4 billion), updates to the ‘Working together to safeguard children’ statutory guidance, and oversight from the Keeping Children Safe ministerial board will ensure that we better respond when children go missing and intervene earlier to tackle the underlying drivers.

Officials engage with stakeholders, including Missing. A senior civil servant from the department attended the recent All-Party Parliamentary Group for Missing Children and Adults interactive parliamentary session.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps is her Department taking to help reduce the number of children in care that go missing.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The government takes the issue of any child going missing, from home or care, extremely seriously. Local safeguarding partners should work together to reduce the chances of children going missing and respond effectively when they do. The department has provided statutory guidance about responsibilities for children who go missing. Our ‘Working together to safeguard children’ statutory guidance sets out the importance of sharing information and that practitioners should be alert to those who frequently go missing.

The latest relevant publication covers 2021 to 2025 and is available here: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2025 (data for earlier years is in previous releases, changes in the way data is reported means comparisons over time should not be made). In 2025, 86,900 missing incidents were reported for 12,720 looked after children (11%), an average (mean) of 6.8 missing incidents per child who went missing. Most (91%) missing incidents lasted for two days or less.

The department also published ad hoc statistics, which indicated that going or being missing may be a co-occurring factor for some children who have experienced sexual exploitation. Just over a third (34%) of children assessed as having been affected by sexual exploitation were also assessed as at risk of going missing.

The department is working to reduce the number of children who go missing. Measures from the Children’s Wellbeing and Schools Bill and Crime and Policing Bill, reforms being delivered through the Families First Partnership Programme (supported by £2.4 billion), updates to the ‘Working together to safeguard children’ statutory guidance, and oversight from the Keeping Children Safe ministerial board will ensure that we better respond when children go missing and intervene earlier to tackle the underlying drivers.

Officials engage with stakeholders, including Missing. A senior civil servant from the department attended the recent All-Party Parliamentary Group for Missing Children and Adults interactive parliamentary session.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate has her Department made of the number of children in care that have gone missing annually since 2015.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The government takes the issue of any child going missing, from home or care, extremely seriously. Local safeguarding partners should work together to reduce the chances of children going missing and respond effectively when they do. The department has provided statutory guidance about responsibilities for children who go missing. Our ‘Working together to safeguard children’ statutory guidance sets out the importance of sharing information and that practitioners should be alert to those who frequently go missing.

The latest relevant publication covers 2021 to 2025 and is available here: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2025 (data for earlier years is in previous releases, changes in the way data is reported means comparisons over time should not be made). In 2025, 86,900 missing incidents were reported for 12,720 looked after children (11%), an average (mean) of 6.8 missing incidents per child who went missing. Most (91%) missing incidents lasted for two days or less.

The department also published ad hoc statistics, which indicated that going or being missing may be a co-occurring factor for some children who have experienced sexual exploitation. Just over a third (34%) of children assessed as having been affected by sexual exploitation were also assessed as at risk of going missing.

The department is working to reduce the number of children who go missing. Measures from the Children’s Wellbeing and Schools Bill and Crime and Policing Bill, reforms being delivered through the Families First Partnership Programme (supported by £2.4 billion), updates to the ‘Working together to safeguard children’ statutory guidance, and oversight from the Keeping Children Safe ministerial board will ensure that we better respond when children go missing and intervene earlier to tackle the underlying drivers.

Officials engage with stakeholders, including Missing. A senior civil servant from the department attended the recent All-Party Parliamentary Group for Missing Children and Adults interactive parliamentary session.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment has her Department on trends in the level of children going missing in care.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The government takes the issue of any child going missing, from home or care, extremely seriously. Local safeguarding partners should work together to reduce the chances of children going missing and respond effectively when they do. The department has provided statutory guidance about responsibilities for children who go missing. Our ‘Working together to safeguard children’ statutory guidance sets out the importance of sharing information and that practitioners should be alert to those who frequently go missing.

The latest relevant publication covers 2021 to 2025 and is available here: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2025 (data for earlier years is in previous releases, changes in the way data is reported means comparisons over time should not be made). In 2025, 86,900 missing incidents were reported for 12,720 looked after children (11%), an average (mean) of 6.8 missing incidents per child who went missing. Most (91%) missing incidents lasted for two days or less.

The department also published ad hoc statistics, which indicated that going or being missing may be a co-occurring factor for some children who have experienced sexual exploitation. Just over a third (34%) of children assessed as having been affected by sexual exploitation were also assessed as at risk of going missing.

The department is working to reduce the number of children who go missing. Measures from the Children’s Wellbeing and Schools Bill and Crime and Policing Bill, reforms being delivered through the Families First Partnership Programme (supported by £2.4 billion), updates to the ‘Working together to safeguard children’ statutory guidance, and oversight from the Keeping Children Safe ministerial board will ensure that we better respond when children go missing and intervene earlier to tackle the underlying drivers.

Officials engage with stakeholders, including Missing. A senior civil servant from the department attended the recent All-Party Parliamentary Group for Missing Children and Adults interactive parliamentary session.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has had discussions with the service provider Missing to address the number of children going missing in care.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The government takes the issue of any child going missing, from home or care, extremely seriously. Local safeguarding partners should work together to reduce the chances of children going missing and respond effectively when they do. The department has provided statutory guidance about responsibilities for children who go missing. Our ‘Working together to safeguard children’ statutory guidance sets out the importance of sharing information and that practitioners should be alert to those who frequently go missing.

The latest relevant publication covers 2021 to 2025 and is available here: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2025 (data for earlier years is in previous releases, changes in the way data is reported means comparisons over time should not be made). In 2025, 86,900 missing incidents were reported for 12,720 looked after children (11%), an average (mean) of 6.8 missing incidents per child who went missing. Most (91%) missing incidents lasted for two days or less.

The department also published ad hoc statistics, which indicated that going or being missing may be a co-occurring factor for some children who have experienced sexual exploitation. Just over a third (34%) of children assessed as having been affected by sexual exploitation were also assessed as at risk of going missing.

The department is working to reduce the number of children who go missing. Measures from the Children’s Wellbeing and Schools Bill and Crime and Policing Bill, reforms being delivered through the Families First Partnership Programme (supported by £2.4 billion), updates to the ‘Working together to safeguard children’ statutory guidance, and oversight from the Keeping Children Safe ministerial board will ensure that we better respond when children go missing and intervene earlier to tackle the underlying drivers.

Officials engage with stakeholders, including Missing. A senior civil servant from the department attended the recent All-Party Parliamentary Group for Missing Children and Adults interactive parliamentary session.

Question to the Department for Education:

To ask the Secretary of State for Education, whether Specialist Resource Bases and Alternative Provisions are eligible for funding from the free breakfast clubs scheme.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

All state-funded schools with primary aged pupils, including those with specialist units, special schools and alternative provision schools, are in scope for the free breakfast clubs programme.

Through the Children’s Wellbeing and Schools Bill, all state-funded schools with primary-aged pupils will be required to offer a free breakfast club and will be funded to do so.

We are undertaking national roll out of free breakfast clubs to these schools in phases, with 2,000 starting in the 2026/2027 financial year. We will share details regarding how schools can join the programme in future years, in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to work with local authorities to improve safeguarding standards in early years settings.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The department works closely with local authorities to strengthen safeguarding standards across early years settings, including nurseries and childcare centres.

Through the Children’s Wellbeing and Schools Bill, we are seeking to require the automatic involvement of education and childcare settings in multi-agency safeguarding arrangements, ensuring their participation and that their views are represented at both strategic and operational levels. These measures strengthen the role of education and childcare providers in safeguarding and support effective information sharing through statutory guidance.

As part of wider safeguarding reforms, in September 2025 we strengthened safeguarding requirements through changes to the early years foundation stage statutory framework, including enhanced expectations on safer recruitment, child absences, safer eating, safeguarding training and whistleblowing.

In addition, we have appointed an expert panel to inform the development of guidance for the early years sector on the use of digital devices and CCTV within safeguarding. This guidance is due to be published in the autumn and will set out best practice, technical information and clear expectations for providers.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to bring forward legislative proposals to prohibit all forms of physical punishment of children in England.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The department continues to look closely at the legislative changes made in Wales and Scotland but has no plans to legislate to remove the reasonable punishment defence in England at this time. It is right that we protect all children at risk of harm, but it is also right that we do not intervene in family life when children are safe, loved and well supported.

The Children’s Wellbeing and Schools Bill will provide greater protection for children who are at risk of abuse and neglect. We have also launched plans for a new Child Protection Authority and are providing £2.4 billion funding for the Families First Partnership programme to support families who need targeted support. In addition, we are rolling out Best Start Family Hubs, backed by over £500 million, to ensure families in every part of the country have access to a range of universal services, including evidence-based interventions for parenting.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure that home-visit requirements under the Children's Wellbeing and Schools Bill are applied proportionately, particularly in cases where families have no prior history of safeguarding concerns.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The power for local authorities to request to visit a child in their home is intended to help the authority decide whether education is suitable for the child or, in the case of children subject to child protection processes, that it is in the best interests of the child to receive their education in or outside of school. The findings of a home visit, or the refusal to allow one, must be considered in deciding whether to commence the school attendance order process, but will not be the only factor determining that decision.

The requirement in the Children’s Wellbeing and Schools Bill for local authorities to consider a child’s home and other learning environments, and the power to request a home visit, addresses recommendations in the Local Child Safeguarding Practice Review into the death of Sara Sharif.

Local authorities must always act reasonably when carrying out their duties. We will consult on statutory guidance, which helps local authorities conduct visits sensitively, and will develop training to help local authorities implement their new duties. A full new burdens assessment will be undertaken to determine the costs and resources required for local authorities to undertake these new duties, and additional funding will be provided.

Question to the Department for Education:

To ask the Secretary of State for Education, what additional funding, guidance, and training her Department plans to provide to local authorities to support the consistent and fair implementation of home-visit duties from the Children's Wellbeing and Schools Bill.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The power for local authorities to request to visit a child in their home is intended to help the authority decide whether education is suitable for the child or, in the case of children subject to child protection processes, that it is in the best interests of the child to receive their education in or outside of school. The findings of a home visit, or the refusal to allow one, must be considered in deciding whether to commence the school attendance order process, but will not be the only factor determining that decision.

The requirement in the Children’s Wellbeing and Schools Bill for local authorities to consider a child’s home and other learning environments, and the power to request a home visit, addresses recommendations in the Local Child Safeguarding Practice Review into the death of Sara Sharif.

Local authorities must always act reasonably when carrying out their duties. We will consult on statutory guidance, which helps local authorities conduct visits sensitively, and will develop training to help local authorities implement their new duties. A full new burdens assessment will be undertaken to determine the costs and resources required for local authorities to undertake these new duties, and additional funding will be provided.

Question to the Department for Education:

To ask the Secretary of State for Education, what evidence base underpins the proposal that a family's refusal of a home visit may lead a local authority to consider issuing a School Attendance Order under the Children's Wellbeing and Schools Bill.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The power for local authorities to request to visit a child in their home is intended to help the authority decide whether education is suitable for the child or, in the case of children subject to child protection processes, that it is in the best interests of the child to receive their education in or outside of school. The findings of a home visit, or the refusal to allow one, must be considered in deciding whether to commence the school attendance order process, but will not be the only factor determining that decision.

The requirement in the Children’s Wellbeing and Schools Bill for local authorities to consider a child’s home and other learning environments, and the power to request a home visit, addresses recommendations in the Local Child Safeguarding Practice Review into the death of Sara Sharif.

Local authorities must always act reasonably when carrying out their duties. We will consult on statutory guidance, which helps local authorities conduct visits sensitively, and will develop training to help local authorities implement their new duties. A full new burdens assessment will be undertaken to determine the costs and resources required for local authorities to undertake these new duties, and additional funding will be provided.

Question to the Department for Education:

To ask the Secretary of State for Education, what (a) safeguards and (b) limitations will apply to home visits conducted by local authorities under the proposed registration provisions in the Children's Wellbeing and Schools Bill.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The power for local authorities to request to visit a child in their home is intended to help the authority decide whether education is suitable for the child or, in the case of children subject to child protection processes, that it is in the best interests of the child to receive their education in or outside of school. The findings of a home visit, or the refusal to allow one, must be considered in deciding whether to commence the school attendance order process, but will not be the only factor determining that decision.

The requirement in the Children’s Wellbeing and Schools Bill for local authorities to consider a child’s home and other learning environments, and the power to request a home visit, addresses recommendations in the Local Child Safeguarding Practice Review into the death of Sara Sharif.

Local authorities must always act reasonably when carrying out their duties. We will consult on statutory guidance, which helps local authorities conduct visits sensitively, and will develop training to help local authorities implement their new duties. A full new burdens assessment will be undertaken to determine the costs and resources required for local authorities to undertake these new duties, and additional funding will be provided.

Question to the Department for Education:

To ask the Secretary of State for Education, what new oversight measures she plans to introduce in relation to home schooling as referenced in the Statement of 9 March 2026; whether local authorities will be granted additional statutory powers to register or inspect home-educated children; what safeguards she will put in place to ensure that families who home educate are not subject to disproportionate regulation; and what assessment she has made of the potential resource implications for local authorities.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The Children’s Wellbeing and Schools Bill will require local authorities to maintain registers of children who are not in school, including home-educated children, and require parents of eligible children to give information for these registers. This will support authorities to identify children who are not receiving a safe, suitable education so they can take action.

The Bill also requires some parents to seek permission from the local authority before children can be withdrawn for home education, such as children who are subject to section 47 enquiries, are on a child protection plan (or were previously in the last five years), or who attend a special school. This additional check will ensure these children receive a suitable education that is in their best interests.

When carrying out their duties, local authorities must act reasonably and we will provide additional training and statutory guidance to support with this. We will also conduct a New Burdens Assessment to establish the amount of additional funding required by local authorities to fulfil their duties. Evidence for this assessment will be gathered through a public consultation ahead of implementation of the measures.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate her Department has made of the increase in the number of children classified as children missing education (CME) in Lancashire over the last decade; and what assessment she has made of the potential implications of this for her policies.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Children Missing Education data was first collected on a voluntary basis in Autumn 2022. Lancashire reported 4,690 Children Missing Education at any point in the 2024/25 academic year. This is a decrease from 4,820 in 2023/24, and an increase from 2,280 when collection began in 2021/22.

The government is committed to breaking down the barriers to opportunity for our young people, and education is key in providing the strong foundations to better life chances.

Local authorities already have a duty to locate and support children back into education where necessary, and we have published statutory guidance on ‘Children Missing Education’, and ‘Working Together to Improve School Attendance’ that reinforces the roles and responsibilities of schools and local authorities to work together in this area. The Children’s Wellbeing and Schools Bill will go further, requiring councils to maintain registers of children not in school, ensuring fewer young people slip under the radar.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to support local authorities experiencing increases in children missing education, including Lancashire County Council.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Children Missing Education data was first collected on a voluntary basis in Autumn 2022. Lancashire reported 4,690 Children Missing Education at any point in the 2024/25 academic year. This is a decrease from 4,820 in 2023/24, and an increase from 2,280 when collection began in 2021/22.

The government is committed to breaking down the barriers to opportunity for our young people, and education is key in providing the strong foundations to better life chances.

Local authorities already have a duty to locate and support children back into education where necessary, and we have published statutory guidance on ‘Children Missing Education’, and ‘Working Together to Improve School Attendance’ that reinforces the roles and responsibilities of schools and local authorities to work together in this area. The Children’s Wellbeing and Schools Bill will go further, requiring councils to maintain registers of children not in school, ensuring fewer young people slip under the radar.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to introduce additional statutory duties or guidance for local authorities to track and support children missing education.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Children Missing Education data was first collected on a voluntary basis in Autumn 2022. Lancashire reported 4,690 Children Missing Education at any point in the 2024/25 academic year. This is a decrease from 4,820 in 2023/24, and an increase from 2,280 when collection began in 2021/22.

The government is committed to breaking down the barriers to opportunity for our young people, and education is key in providing the strong foundations to better life chances.

Local authorities already have a duty to locate and support children back into education where necessary, and we have published statutory guidance on ‘Children Missing Education’, and ‘Working Together to Improve School Attendance’ that reinforces the roles and responsibilities of schools and local authorities to work together in this area. The Children’s Wellbeing and Schools Bill will go further, requiring councils to maintain registers of children not in school, ensuring fewer young people slip under the radar.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of replacing the proposed cap on the number of branded items with a monetary cap set by regulations.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the proposed cap on branded school uniform items on specialist academies, including those with a particular sporting or technical focus.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the proposed cap on branded school uniform items on pupil behaviour and attendance in schools.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of changes to school uniform policy on academic outcomes.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to review or clarify aspects of the school uniform guidance prior to the provisions of the Children’s Wellbeing and Schools Bill coming into force.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the proposed cap on branded uniform items on curricular and extracurricular PE participation.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what feedback her Department has received from schools on the practical application of the three-item cap on branded uniform.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the proposed uniform cap on the overall cost of school uniform for parents.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the implementation timetable for school uniform guidance on school procurement cycles and existing supplier arrangements.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of time available to schools to implement the recent changes to school uniform guidance ahead of the proposed legislative cap.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment has her Department made of the potential merits of allowing a longer implementation period for changes to school uniform policy.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to improve safeguarding practices at (a) nurseries and (b) childcare centres.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The safety of our youngest children is our utmost priority, and the department continually monitors and strengthens safeguarding requirements across early years settings, including nurseries and childcare centres.

In September 2025, we implemented changes to the early years foundation stage statutory framework to strengthen safeguarding requirements across early years settings. These changes include enhanced expectations on safer recruitment, child absences, safer eating, safeguarding training and whistleblowing.

The department works closely with local authorities and other safeguarding partners to strengthen multi-agency safeguarding. Through the Children’s Wellbeing and Schools Bill, we are seeking to require the automatic involvement of education and childcare settings in local safeguarding arrangements, ensuring their views are represented.

In addition, we have appointed an expert panel to inform the development of guidance for the early years sector on the use of digital devices and CCTV within safeguarding. This guidance is due to be published in the autumn and will set out best practice, technical information and clear expectations for providers.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her department is taking to ensure children in foster care receive adequate mental support.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The government is committed to ensuring children in foster care receive appropriate emotional and mental health support. Regulations require every looked-after child to have their emotional and mental health assessed by a medical practitioner. Local authorities must ensure this happens. Integrated care boards and NHS England must cooperate with requests for services. Joint statutory guidance sets clear expectations that local authorities and health partners should promote wellbeing, act early on signs of difficulty, and ensure assessors have the right skills. The guidance can be found here: https://www.gov.uk/government/publications/promoting-the-health-and-wellbeing-of-looked-after-children--2.

We are working with the Department of Health and Social Care to strengthen mental health support for care‑experienced children. Through the Children’s Wellbeing and Schools Bill, new corporate parenting responsibilities will be placed on government departments and relevant public bodies, ensuring they consider the needs of looked-after children and care leavers when designing and delivering health services. In December 2025, my right hon. Friend, the Secretary of State for Health and Social Care and I announced a three year pilot to ensure children in care have access to the support they need sooner. This will build on existing work across the country, bringing social workers and NHS professionals together to provide direct mental health support to children and families when they need it most.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure children in foster care are sufficiently supported in the mainstream education system.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

Every local authority in England must appoint a Virtual School Head to promote the educational attainment of the children they look after, including children in foster care, wherever they live or are educated. All schools must also appoint a designated teacher with expertise in the needs of looked-after children. These children attract pupil premium plus funding of £2,630 per child up to the age of 16, managed by the Virtual School Head, to support meeting objectives in each child’s individual Personal Education Plan. We also provide post‑16 funding to help young people progress into further and higher education, training or employment. The full offer for children in care is set out in in the ‘Promoting the education of looked-after and previously looked-after children’ statutory guidance, available at: https://www.gov.uk/government/publications/promoting-the-education-of-looked-after-children.

Through the Children’s Wellbeing and Schools Bill, we are extending the Virtual School Head’s duties to include promoting the educational achievement of all children with a social worker and children in kinship care.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what discussions she has had with the Secretary of State for Education on improving the delivery of financial education.

Answered by Lucy Rigby - Economic Secretary (HM Treasury)

The government recognises the importance of financial literacy in helping people to manage their finances and make the most of their money, and is taking steps to improve provision of financial education across all age groups.

In July 2024, the government established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The Review considered whether there is sufficient coverage of key knowledge and skills to prepare children and young people for future life and to thrive in a fast-changing world. The final report was published in November 2025, alongside the government’s response.

As part of that response, the government committed to making citizenship compulsory at Key Stages 1 and 2 in England, which will include financial education. The government is also legislating through the Children’s Wellbeing and Schools Bill so that all state-funded schools in England will be legally required to teach the national curriculum up to the age of sixteen. This will mean that pupils at academies, which do not currently have to follow the national curriculum, will also benefit from the changes to the curriculum.

The Treasury is working closely with the Department for Education on how we can support these changes and how they fit into the wider landscape of measures announced to support financial capability in adults as part of the government’s Financial Inclusion Strategy. My predecessor met the Minister of State (Minister for School Standards) last year ahead of the Strategy being published.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the proposed cap on branded uniform items on curricular and extracurricular PE participation; and whether her Department has considered allowing a longer implementation period for changes to school uniform policy.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The assessments made in relation to the limit on branded school uniform and PE kit contained in the Children’s Wellbeing and Schools Bill, including consideration of implementation timings, have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

In order to support schools to implement the proposed limit by September 2026, we published our statutory guidance ‘Cost of school uniforms’ and have committed to updating it following Royal Assent for the Bill. This guidance is accessible at: https://www.gov.uk/government/publications/cost-of-school-uniforms.

Question to the Home Office:

To ask the Secretary of State for the Home Department, what assessment she has made of the potential impact of levels of consistency in the (a) classification and (b) processing of safeguarding allegations in national institutions on the adequacy of levels of safeguarding.

Answered by Jess Phillips - Parliamentary Under-Secretary (Home Office)

This Government is committed to strengthening safeguarding practices across all institutions and ensuring children are kept safe from a range of harms. This requires a cross-government and cross-sector effort, and we are taking forward an ambitious range of measures to improve safeguarding and child protection.

Through the Children’s Wellbeing and Schools Bill, we are strengthening multi-agency safeguarding arrangements and improving information sharing between statutory partners. We are also taking forward work to safeguard and protect children from harm in out-of-school settings. The Department for Education last year launched a Call for Evidence to gather views on potential approaches to strengthen safeguarding in these settings, including on potential regulation.

The new Child Protection Authority will also improve national oversight and leadership of child protection across the country. A consultation on proposals is currently underway. Delivering on other recommendations of the Independent Inquiry into Child Sexual Abuse, we have also put in place stronger disclosure and barring checks for adults working with children and introducing a mandatory duty to report child sexual abuse.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to increase uptake of foreign language GCSEs.

Answered by Georgia Gould - Minister of State (Education)

The government is committed to supporting modern foreign languages across schools, and across the languages pipeline. In our response to the independent Curriculum and Assessment Review, we made a commitment to work with the sector to understand successful approaches to supporting the languages pipeline. This starts at primary by reforming the curriculum, increasing take up at GCSE, and boosting demand at A level and degree level, to meet future social and economic needs, including learning from successful local models.

Subject to the passage of the Children’s Wellbeing and Schools Bill, we are also requiring academy schools to teach the revised national curriculum, including languages programmes of study. We are also supporting the quality of languages teaching through continued investment in the National Consortium for Languages Education, which provides teachers with national high-quality professional development.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will set out what companies with current Government contracts will be subject to the profit cap as proposed in the Children’s Wellbeing and Schools Bill.

Answered by Georgia Gould - Minister of State (Education)

The profit cap provisions in the Children’s Wellbeing and Schools Bill would apply in England to any non-local authority providers of children’s homes or fostering services, and subject to changing secondary legislation, supported accommodation. The government does not contract directly to companies to provide these services within scope of the profit cap provisions. Local authorities commission these contracts directly.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential implications for her policies of the financial impact of participating in GCSE exams on home-schooled students.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Parents who choose to educate children at home bear the financial responsibility for doing so, including covering the costs of their exam entry. The Children’s Wellbeing and Schools Bill will not change this.

However, the Bill does introduce a new support duty. For the first time, local authorities will be required to provide advice and information on accessing GCSE examinations when requested by parents, unless it would be unreasonable to do so.

This advice should help parents understand how the exam system works, identify any suitable centres, and plan their child’s education and approach to exams in a timely and informed way.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the report from the All Party Parliamentary Group for Adoption and Permanence entitled Adoptee Voices, published on 28 January 2026, if she will take steps to provide (a) a safe space in school and colleges for adoptees and (b) a teacher in each school to support adoptees.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

All children and young people should have every opportunity to achieve and thrive, but too many face barriers holding them back. The upcoming Schools White Paper will set out our vision for a system that delivers educational excellence for every child and young person, no matter their background or circumstance.

Local authorities have a statutory duty to promote the educational achievement of previously looked-after children, including children adopted from state care, and must appoint a Virtual School Head to discharge this duty. All maintained schools and academies must appoint a designated teacher to provide advice and expertise on the needs of previously looked-after children on their roll. Previously looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child per year to support improved educational outcomes.

Through the Children’s Wellbeing and Schools Bill, we are committed to updating statutory guidance for Virtual School Heads, including strengthening sections on promoting the educational outcomes of previously looked-after children. In doing so, we will consider the findings of the report to ensure guidance reflects the experiences and needs raised by adoptees. This will support greater consistency and ensure good practice is shared across the system.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the report from the All Party Parliamentary Group for Adoption and Permanence entitled Adoptee Voices, published on 28 January 2026, if she will take steps to provide additional support for adoptees in schools.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

All children and young people should have every opportunity to achieve and thrive, but too many face barriers holding them back. The upcoming Schools White Paper will set out our vision for a system that delivers educational excellence for every child and young person, no matter their background or circumstance.

Local authorities have a statutory duty to promote the educational achievement of previously looked-after children, including children adopted from state care, and must appoint a Virtual School Head to discharge this duty. All maintained schools and academies must appoint a designated teacher to provide advice and expertise on the needs of previously looked-after children on their roll. Previously looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child per year to support improved educational outcomes.

Through the Children’s Wellbeing and Schools Bill, we are committed to updating statutory guidance for Virtual School Heads, including strengthening sections on promoting the educational outcomes of previously looked-after children. In doing so, we will consider the findings of the report to ensure guidance reflects the experiences and needs raised by adoptees. This will support greater consistency and ensure good practice is shared across the system.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the effectiveness of the Children and Young Persons Act 1933.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The provisions in the Children and Young Persons Act 1933 are kept under review and updated through primary legislation. We are currently seeking to make updates through the Children’s Wellbeing and Schools Bill, including in part II of the act, which makes provision for the employment of children in England and Wales.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of the regionalisation of foster care commissioning on the role of independent fostering agencies, including on (a) placement availability, (b) costs to local authorities and (c) outcomes for children in care.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

Every child in care should have a safe, loving home at value for money for the taxpayer. Through our package of measures, including those in the Children’s Wellbeing and Schools Bill, we will rebalance the placements market, improve competition, regulation and commissioning of placements, shine a light on the level of profit being made, and bring greater visibility to the prices local authorities are paying.

Our fostering plan, published 4 February, focuses predominantly on strengthening local authority fostering provision, which has seen the biggest decrease in foster carers in recent years. We know that, where appropriate for the child, fostering typically delivers the best outcomes.

Concurrently, we want to see an expansion of third sector provision, as well as learning from private providers who achieve good outcomes for children and how their best practice can be shared.

Our wider reforms will also mean local authorities, working together as Regional Care Co-operatives (RCCs), can co-ordinate their approach to private provision more effectively. This will mean they can plan and purchase support from Independent Fostering Agencies, using collective negotiation to improve value for local government, and ensure that care meets children’s needs. Further details on our vision for RCCs was also published 4 February.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of independent fostering agencies on a) costs to local authorities and b) outcomes for children in care; and whether plans to regionalise the commissioning of foster care placements will reflect those impacts.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

Every child in care should have a safe, loving home at value for money for the taxpayer. Through our package of measures, including those in the Children’s Wellbeing and Schools Bill, we will rebalance the placements market, improve competition, regulation and commissioning of placements, shine a light on the level of profit being made, and bring greater visibility to the prices local authorities are paying.

Our fostering plan, published 4 February, focuses predominantly on strengthening local authority fostering provision, which has seen the biggest decrease in foster carers in recent years. We know that, where appropriate for the child, fostering typically delivers the best outcomes.

Concurrently, we want to see an expansion of third sector provision, as well as learning from private providers who achieve good outcomes for children and how their best practice can be shared.

Our wider reforms will also mean local authorities, working together as Regional Care Co-operatives (RCCs), can co-ordinate their approach to private provision more effectively. This will mean they can plan and purchase support from Independent Fostering Agencies, using collective negotiation to improve value for local government, and ensure that care meets children’s needs. Further details on our vision for RCCs was also published 4 February.

Found: other government policies on academy trusts, and with provisions in the Children’s Wellbeing and Schools Bill

Found: family group conferences (FGCs), before children go into a care.cc The Children’s Wellbeing and Schools Bill

Found: Children's Wellbeing and Schools Bill: Fourth Supplementary Delegated Powers Memorandum

Found: Children's Wellbeing and Schools Bill: Third Supplementary Delegated Powers Memorandum

Found: New legal powers taken through the Children’s Wellbeing and Schools Bill will allow the government to

Found: The amendment to the Children’s Wellbeing and Schools Bill was welcomed in the House of Lords on Wednesday

Found: These include introducing the landmark Children’s Wellbeing and Schools Bill with a unique child identifier

Found: Notes to editors: New powers, to be tabled in the Children’s Wellbeing and Schools Bill, will enable

Found: As you know, our wider children’s social care reforms – including the Children’s Wellbeing and Schools Bill

Found: The Children’s Wellbeing and Schools Bill includes a new duty for safeguarding partners – local authorities

Found: In addition, through the Children’s Wellbeing and Schools Bill, we are legislating to require all local

Found: Through the Children’s Wellbeing and Schools Bill, all state-funded schools with primary- aged pupils

Found: 04 Yeshiva Liaison Committee Meeting to discuss the provisions of the Children's Wellbeing and Schools Bill

Found: class="govuk-table__cell">Meeting to discuss the provisions of the Children's Wellbeing and Schools Bill

Found: schools, teach the updated National Curriculum, introduced through the Children’s Wellbeing and Schools Bill

Found: schools, teach the updated National Curriculum, introduced through the Children’s Wellbeing and Schools Bill

Found: plans for reform, the Department has proposed draft legislation, the Children’s Wellbeing and Schools Bill

Found: plans for reform, the Department has proposed draft legislation, the Children’s Wellbeing and Schools Bill

Found: already announced our plans to introduce trust inspections, via the Children’s Wellbeing and Schools Bill

Found: already announced our plans to introduce trust inspections, via the Children’s Wellbeing and Schools Bill

Found: Following final passage of the Children’s Wellbeing and Schools Bill, we will remove the ceiling on

Found: Following final passage of the Children’s Wellbeing and Schools Bill, we will remove the ceiling on

Found: vulnerability and crime in England through our National Youth Strategy and the Children’s Wellbeing and Schools Bill

Found: As for the kinship local offer itself, the requirement, through the Children’s Wellbeing and Schools Bill

Found: New legal powers taken through the Children’s Wellbeing and Schools Bill will allow the government to

Found: Notes to editors: New powers, to be tabled in the Children’s Wellbeing and Schools Bill, will enable

Found: Partnership Programme, and anticipate the opportunities presented by the Children’s Wellbeing and Schools Bill

Found: The Children’s Wellbeing and Schools Bill contains new measures which support greater co-operation between

Found: NACCC), in response to observations made during the report stage of the Children's Wellbeing and Schools Bill

Found: notification amendment, as discussed during the Report stage (second day) of the Children’s Wellbeing and Schools Bill

Found: procedure” material, as discussed during the Report stage (fourth day) of the Children’s Wellbeing and Schools Bill

Found: registration, as discussed during the Report stage (fourth day) of the Children’s Wellbeing and Schools Bill

Found: changes to multi agency working ahead of any legislation changes in the Children's Wellbeing and Schools Bill

Found: landmark reforms to children’s social care and the introduction of the Children’s Wellbeing and Schools Bill

Found: Smith to Peers regarding the debate on food and nutrition during the Children’s Wellbeing and Schools Bill

Found: Safety During Childhood survey pilot in Autumn 2025/26, measures in Children’s Wellbeing and Schools Bill

Found: Children’s Wellbeing and Schools Bill information: FOI release

Found: approach was in line with powers being introduced in England via the Children’s Wellbeing and Schools Bill

Found: provisions relating to Children Not in School contained in the UK Governments Children Wellbeing and Schools Bill

Found: However, as regards the Children’s Wellbeing and Schools Bill a different approach was taken.

Found: including the impact of the children not in school provisions of the Children’s Wellbeing and Schools Bill

Found: SUPPLEMENTARY LEGISLATIVE CONSENT MEMORANDUM (MEMORANDUM NO 4) CHILDREN’S WELLBEING AND SCHOOLS BILL

Found: on the Supplementary Legislative Consent Memorandum (No.4) on the Children’s Wellbeing and Schools Bill

Found: legislation including the Welsh Government’s associated LCM on the Children’s Wellbeing and Schools Bill

Found: long title of Bill states that it is a Bill to: 1 CYPE Committee, Children’s Wellbeing and Schools Bill

Found: on the Supplementary Legislative Consent Memorandum (No.4) on the Children’s Wellbeing and Schools Bill

Found: on the Supplementary Legislative Consent Memorandum (No.4) on the Children’s Wellbeing and Schools Bill

Found: SUPPLEMENTARY LEGISLATIVE CONSENT MEMORANDUM (MEMORANDUM NO 5) CHILDREN’S WELLBEING AND SCHOOLS BILL

Found: on the Supplementary Legislative Consent Memorandum (No.5) on the Children’s Wellbeing and Schools Bill

Found: Supplementary Legislative Consent Memorandum (Memorandum No. 4) on the Children’s Wellbeing and Schools Bill

Found: involvement with the Children Not In School (CNIS) provisions in the Children’s Wellbeing and Schools Bill

Found: LEGISLATIVE CONSENT MEMORANDUM (MEMORANDUM NO 6) 25 March 2026 CHILDREN’S WELLBEING AND SCHOOLS BILL

Found: collaboration with the Department for Education via new provisions in the Children’s Wellbeing and Schools Bill

Found: statutory instruments such as the introduction of neonatal leave, and the Children’s Wellbeing and Schools Bill

Found: Business 3.1 Cabinet considered the Plenary Grid and noted the LCM on the Children’s Wellbeing and Schools Bill